On Affective Teaching In Rural High School Mathematics Instruction

Mathematics,as an essential part of our basic education,plays an irreplaceable role in cultivating the students' thinking ability and improving the students' ability to analyze and solve problems.It also helps to promote the development of human civilization and create social value.However,due to long-term exposure to the imperial culture of our country,the current examination system and the school evaluation factors,a number of mathematics teachers consider the examination results and college entrance rate as their teaching aims,which to some extent makes some students lose interest in mathematics learning,and even hate math.In order to improve the situation,the research on the emotion teaching of mathematics teachers has been paid more and more attention by the educators,and it has become an important subject in the field of mathematics education.To deeply explore the emotional teaching problems of mathematics teachers,this paper launches an investigation into the following two aspects: First,are there differences between the rural and urban high school math teachers' implementation of the emotional teaching? Second,how do the teachers of different teaching ages in rural high school understand the emotional teaching? How do they put emotional teaching into practice,and are there differences? Then we can find out the reasons that lead to the difference of high school mathematics emotion teaching on the basis of the investigations.The research adopts the method of quantitative research and qualitative research,and the first question is studied by questionnaire.The second question is studied by interview and observation.It is found that:(1)a large number of mathematics teachers have a one-sided understanding of emotion teaching in teaching;(2)there are differences between rural teachers and urban teachers in their understanding and implementation of mathematics emotional teaching;(3)mathematics teachers in rural high schools have less understanding and implementation of emotional teaching than urban high school mathematics teachers;(4)there are differences in the understanding and implementation of emotional teaching in rural high school mathematics teachers at different ages.The research reveals the main factors influencing the emotional teaching of mathematics teachers in rural high schools:(1)under the pressure of the college entrance examination,the school will intervene in the teaching mode to pursue the graduation rate;(2)the mathematics teacher's own emotional experience on the emotion teaching will influence their teaching;(3)the teachers' traditional teaching ideas will influence their teaching.To address these problems,the study puts forward seven suggestions.